Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Biomedical

manyareas under the broad umbrella of bioengineering. Students are required to take 3 BioE-relevantcourses, a relevant advanced math course, a relevant advanced biology course, and an additionalchemical sciences course, in addition to the general requirements discussed above (which includecore mathematics, introductory biology, and a course in chemical sciences). A key aspect of ourprogram is that students work with BioE-affiliated faculty to define their area of interest and tolay out a set of courses that fit those interests, are in line with their post-graduate plans, andcomprising an academic plan with depth, breadth, coherence, and rigor.We offer six courses regularly, including Topics in Bioengineering, an introductory surveycourse

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University

Tagged Divisions

Biomedical

the course spreadsheet along with regular course homework.These teaching-to-learn sessions help to ensure a level of relevance and topical interest that isdifficult to attain given the wide array of student backgrounds and the semester-to-semestervariability in student demographics. Further, the idea behind these sessions is consistent with theexperiential knowledge that one understands a subject more deeply when one is required to teachit to others. This seemingly straightforward pedagogical intervention has been surprisinglysuccessful. These sessions are often of higher quality than lectures planned by the assignedcourse instructor, and both the students and the instructor consider them the highlight of thesemester. End-of-semester

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse Ph.D., Georgia Institute of Technology; Essy Behravesh, Georgia Institute of Technology

Tagged Divisions

Biomedical

and Quinn, 2004, p.5). Developing, designing, and building a device, product, or process affords students theopportunity to apply their engineering content knowledge, problem-solving and planning skills,implementation abilities, and self-directed learning skills (Kitts and Quinn, 2004).The curriculum developed for the instructional lab reported here is somewhat of a hybrid. It isgrounded in the principles of Problem-based Learning but also includes a Project-based Learningdesign-and-build element as indicated by the student-enacted protocols and labs for thetechniques students conduct as physical artifacts. For this paper, we will use the lower-casedesignation “pbl” to denote our approach that combines elements of both PBL and Proj

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington

Tagged Divisions

Biomedical

guidelines have already been established which may be relevant (for example, by the NIH or FDA)? What are the facts involved? Are there risks involved? What are the uncertainties of this situation? How can we clarify those uncertainties?  Alternatives: List alternate solutions. Develop alternate plans in parallel. Use the gathered information to develop realistic options and alternate solutions.  Assessment: Assess the possible solutions according to the moral theories of virtue, justice, duty, rights, and utilitarianism. Who are the stakeholders involved (i.e. those that will be directly or indirectly affected by a decision)? How will those stakeholders

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Melissa Kurtis Micou, University of California, San Diego; Dawn M. Kilkenny Ph.D., University of Toronto

Tagged Divisions

Biomedical

available tostudents (Table 1). Within each chapter, a list of additional specialized equipment, reagents, andsupplies necessary for that particular experiment is provided. Care was taken to minimize thecost of reagents and consumable supplies. Suggested suppliers and product numbers forequipment and materials are provided in the instructor’s manual along with other resources tohelp plan a new course.General-Purpose Equipment & Supplies General-Purpose ConsumablesAnalytical Balance Serological Pipettes*Glassware* Pasteur Pipettes*Small Instruments* (Forceps, Scalpels, Spatulas, etc.) Pipette Tips*Vortex Mixer

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Rust, Western New England University; Steven G. Northrup, Western New England University

Tagged Divisions

Biomedical

the technology. Each team will present the results of their research in the form of an in-class presentation.After completion of exams at the end of the semester, the students and faculty embarked on a 12-day field experience in Guatemala. The timing of the field experience was chosen to notinterfere with other coursework and exams, as well as to enable students to return in time forsummer internship positions. The field experience was planned and developed by the courseinstructors in consultation with contacts in Guatemala, including a professor at a local universityand the volunteer coordinator at a mission. These contacts, several of whom had worked withWNE in

Conference Session

Ethics Education, Global Health, and Outreach in BME

Collection

2012 ASEE Annual Conference & Exposition

Authors

John D. DesJardins, Clemson University; Ellen Breazel, Clemson University; Marilyn Reba, Clemson University; Irina Viktorova, Clemson University; Jonathan Bradford Matheny, Clemson University; Taufiquar R. Khan

Tagged Divisions

Biomedical

websitewill have the results of all pre and post surveys, follow-up surveys, reports of assessment fromeach evaluation period, and a final report from the entire 2 year project.Long-term plans for this work include expansion of the modules to include Data Mining, GeneticSequencing, Nano-Medicine, BioFluid Dynamics, and Network simulation for the “Smart GridTechnologies.” Dissemination would hope to expand the program into other institutions. An Page 25.521.13external evaluation model will be used to assess the implementation of the program, and the finalreport will be shared and published through the project website and by the

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donna M. Ebenstein, Bucknell University; Eric A. Kennedy, Bucknell University

Tagged Divisions

Biomedical

activities 2 and 3), students can performindividual cell counts on their own cell lines as well as build their experience with steriletechnique and working with cells. Each student starts with one confluent flask of cells and splitsthat into multiple flasks using various split ratios. Students can be required to make observationsabout cell growth (estimating confluence) every 24-36 hours, and perform cell growth ratecalculations between the time that they plated their initial flasks and the time that the new flasksreach near-confluence. Based on their experience, students can then plan and perform one finalsplit that will leave them with a minimum of one fully confluent flask at the beginning of thenext week, in preparation for lab activity 3

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette

Tagged Divisions

Biomedical

physical education teacher. He has also co-authored multiple papers and conference presentations related to physical education teacher professional development.Dr. Marcia A. Pool, Purdue University Marcia Pool is an Instructional Laboratory Coordinator in the Weldon School of Biomedical Engineering at Purdue University. She is responsible for overseeing and assessing junior level laboratories, bioin- strumentation, and biotransport, and is involved with teaching and mentoring students in the senior de- sign capstone course. Recently, she has worked with colleagues to plan and implement a problem-based learning approach to the biotransport laboratory to improve students’ experimental design skills and has modified

Conference Session

BME Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve R Marek, University of Texas, Austin; William Liechty, University of Texas, Austin; James W. Tunnell, University of Texas, Austin

Tagged Divisions

Biomedical

. Page 25.345.4Figure 1. Therapeutic window (gray box).2An outline of the laboratory part of the drug-delivery module from this class is below.Lab 1: Planning 1. Problem Definition. a. Background research. The students answered such questions as what are the symptoms and health effects of the disease? What are the causes and current treatments? b. Project Mission. The students defined their specific design goals by a) concisely defining the product in one sentence, b) identifying the market opportunity for such a product, and c) identifying the customers and stakeholders. c. Product Specifications. The students defined, quantitatively, what the product